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National College Credit Recommendation Service

Board of Regents  |  University of the State of New York

Ramapo for Children | Evaluated Learning Experience

Introduction to Creating Inclusive Communities for Youth/CLASSP (SPE 100R)

Various approved locations throughout the major New York metropolitan area.
Instructional delivery format: 
Online/distance learning
Hybrid course/exam
Learner Outcomes: 

Upon successful completion of this learning experience, students will be able to:  Connect knowledge and implement best practices in inclusion and special education to 30 hours of supervised field experience;  identify and implement practices for building relationships with children; explain the importance of relationship building, modeling and structure for creating inclusive environments; identify, implement and reflect upon strategies for working one on one with children with special needs, in particular Autism Spectrum Disorder;  observe and record children’s behavior using journal entries; create adaptations based on observations for children with special needs; read and respond to articles, videos and activities; reflect on the nature and meaning of interactions with children with special needs; engage in constructive self-assessment of strengths and areas for growth in relation to working with children. 


Course participants must be actively involved in an educational or recreational program during the time they are enrolled in the course. They are expected to read four articles selected from professional literature and respond to a selected article. Participants also maintain a dialogue journal, which includes observations and recording of children's behavior, behavior management situations, questions and concerns about their work, and personal reflections on the nature and meaning of their interactions with children. During the field experience component, course participants apply the skills and strategies presented in the course. Using the readings from the course and interactions with children, participants also submit a written report to their supervisors that discusses their perceptions of the course materials, readings, and how the field experience changed their behavior. The report also includes examples of behavior management skills used, what they learned about themselves as a manager of children's behavior, and how they have modified their goals working with special needs children, based on their insights. Topics covered include skills and strategies associated with being a positive leader, building relationships, structuring situations, being an effective coach, and proactive intervention. These strategies are supported by research in change theory and involve building a knowledge base, observing models and examples, reflecting on practice, changing practice, and gaining and sharing expertise. Attendance at a local conference is mandatory in order for students to receive credit for the course. NOTE: For those individuals recommended for graduate-level credit, an annotated bibliography of approved referenced articles which support issues discussed or related issues of interest to the individual is also assigned. This course is offered in multiple formats: Classroom-based, hybrid and remote. Credit should not be awarded more than once. See 'Introduction to Creating Inclusive Communities for Youth (SPE 100C).'

Credit recommendation: 

In the lower division baccalaureate/associate degree category, OR in the upper division baccalaureate degree category, or in the graduate degree category, 1 semester hour as a supervised field experience in Education, Special Education, Recreation, Psychology, Educational Psychology, Child Development, Sociology, Social Work, or Child Study/Youth Development (6/21).